Compulsory Modules

Semester 1

The course will cover the following topics:
• What is Social Research?
• Research design
• The importance of ethics in social science research
• Quantitative data collection, analysis and presentation (sampling, surveys, interviews, questionnaire research, content analysis and the use of secondary data in social
research).
• Qualitative data collection, analysis and presentation (ethnographies, qualitative interviews, observational research, focus groups, the uses of
documents in social research.
• An introduction to multi-method research.
• Preparing for your dissertation

This module introduces students to Sociology. The module runs over two semesters giving students a comprehensive sociological foundation to some of the key sociological issues and debates.
The module introduces following aspects of social sciences:
Semester 1
The nature of social sciences and relations between key disciplines and methods (2 weeks).
Interaction and communication (2 weeks)
Life course and the family (2 weeks)
Gender and socialisation (2 weeks)
Culture and media (2 weeks)
Semester 2
Social stratification, Education and work (2 weeks)
Organisations and institutions (2 weeks)
The environment, urbanisation (2 weeks)
Political Sociology and social movements (2 weeks)
Globalisation (2 weeks)

This module is designed to be taken by social science subject specialists and those working towards Single and Joint Honours Sociology. It will emphasize the acquisition of key social science skills and the development of a social science imagination in part through a series of guest speaker lectures and workshops based on examples of exemplary social science research. By exploring the contributions of influential authors, students will develop their understanding of social science perspectives, the relationship between theory and practice in the sociology of work, education, family, ethnicity and other areas, and the impact that social science has made on the everyday interpretation of public and private issues. The module will establish a knowledge base of significant texts and research to support the later stages of the social science curriculum.
The module will be partially delivered through a series of guest speaker lectures and workshops, which are run by the module tutor. By drawing on the vast range of scholarly expertise and professional interests within the department students are introduced to guest speakers who are active academic researchers.
Each lecture is intended to provide students with an introduction to a key study, recent or classic contribution to the social sciences. The lecturer provides an introduction to relevant underpinning research design and theoretical perspectives in the lecture presentation. In preparation for the lecture sessions students will be required to undertake some preliminary reading (handouts may be provided). This part of the module is intended to develop students' ability to read and understand relevant core texts, and utilise theories and concepts in the social sciences. Students will also develop the ability to investigate issues independently, to identify sources of information, evaluate evidence and collate information from a range of sources, including lectures, seminars and library resources.
Workshops are regularly delivered by the module tutor. The aim of these is to build on the topic of the lecture. The structure of workshops may vary; however, sessions may begin with a brief introduction to situate the key study and readings of the week, followed by practical activities to consolidate learning. This part of the module is intended to facilitate engagement with the topic through student centred learning approaches, such as group discussion and activities that are guided (but not constrained) by the key study of the week. For some workshop sessions preparatory tasks will involve mini group activities. These aim to develop transferable skills. For instance: cognitive skills such as critical thinking, communication skills such as oral presentation, co-operative learning skills in a small group context. Students are required to effectively share information, work in teams, discuss course topics and contribute to debates. Students will also develop the ability to reflect upon learning in order to evaluate personal performance and plan future learning. Preparatory tasks help students' develop the ability to investigate issues independently, to identify sources of information, evaluate evidence and collate information from a range of sources, including lectures, seminars and library resources, the VLE, and the `social world'.

This module will provide an exploration of the ways and means by which welfare is delivered to service users and patients. It will examine personal, social, economic and political aspects of health and social care, and consider some of the moral and philosophical issues raised. The course also traces the development and use of concepts such as social need, health care need, welfare, social justice and equality, citizenship and social exclusion amongst others within the framework of the policy process. Students will consider a series of substantive issues, e.g. the care of older people, child protection, services for people with mental health problems, etc. Students will become familiar with a variety of theoretical perspectives used by the social sciences. They will examine the main institutions of health and welfare, and consider some of the main dilemmas of our age, e.g. how to balance individual and collective responsibilities; how to balance the needs of carers, and those receiving care; and how to address some of the ethical issues raised by modern medicine. To what extent should the state be involved in the provision of welfare - residually or universally? To what extent does the state amplify or produce social inequalities?

Part One of this module is intended to provide Level One students with a sound understanding of the ways in which in England and Wales, crime comes to the attention of the authorities, how crime is measured and investigated, how accused persons are brought to trial, and those who are convicted are sentenced and punished. This module takes an historical view of criminal law, the police, the criminal courts and the prision system, examining the significant social, economic, and philosophical changes that have helped to shape the modern criminal justice and penal systems. It examines the functions of the criminal justice agencies, explores some of the predominant ideas and theories about how the system operates and raises critical questions about the ways in which criminal justice is done and punishment is delivered.
In Part Two the aim is to provide students with a thorough familiarity of major ways of thinking about crime, with reference to some of the main theoretical perspectives within criminology. This module provides an introduction to a range of criminological thought. Theoretical perspectives have been developed in an attempt to explain why people commit crime, and the history of thought on this question will be examined. The module considers the shifting definitions of crime and to offenders. Empirical concerns are likely to include to role of the media in crime construction, the use and abuse of drugs, the experiences of victims of crime and attitudes towards white-collar and organised crime.

Semester 2

The course will cover the following topics:
• What is Social Research?
• Research design
• The importance of ethics in social science research
• Quantitative data collection, analysis and presentation (sampling, surveys, interviews, questionnaire research, content analysis and the use of secondary data in social
research).
• Qualitative data collection, analysis and presentation (ethnographies, qualitative interviews, observational research, focus groups, the uses of
documents in social research.
• An introduction to multi-method research.
• Preparing for your dissertation

This module introduces students to Sociology. The module runs over two semesters giving students a comprehensive sociological foundation to some of the key sociological issues and debates.
The module introduces following aspects of social sciences:
Semester 1
The nature of social sciences and relations between key disciplines and methods (2 weeks).
Interaction and communication (2 weeks)
Life course and the family (2 weeks)
Gender and socialisation (2 weeks)
Culture and media (2 weeks)
Semester 2
Social stratification, Education and work (2 weeks)
Organisations and institutions (2 weeks)
The environment, urbanisation (2 weeks)
Political Sociology and social movements (2 weeks)
Globalisation (2 weeks)

This module is designed to be taken by social science subject specialists and those working towards Single and Joint Honours Sociology. It will emphasize the acquisition of key social science skills and the development of a social science imagination in part through a series of guest speaker lectures and workshops based on examples of exemplary social science research. By exploring the contributions of influential authors, students will develop their understanding of social science perspectives, the relationship between theory and practice in the sociology of work, education, family, ethnicity and other areas, and the impact that social science has made on the everyday interpretation of public and private issues. The module will establish a knowledge base of significant texts and research to support the later stages of the social science curriculum.
The module will be partially delivered through a series of guest speaker lectures and workshops, which are run by the module tutor. By drawing on the vast range of scholarly expertise and professional interests within the department students are introduced to guest speakers who are active academic researchers.
Each lecture is intended to provide students with an introduction to a key study, recent or classic contribution to the social sciences. The lecturer provides an introduction to relevant underpinning research design and theoretical perspectives in the lecture presentation. In preparation for the lecture sessions students will be required to undertake some preliminary reading (handouts may be provided). This part of the module is intended to develop students' ability to read and understand relevant core texts, and utilise theories and concepts in the social sciences. Students will also develop the ability to investigate issues independently, to identify sources of information, evaluate evidence and collate information from a range of sources, including lectures, seminars and library resources.
Workshops are regularly delivered by the module tutor. The aim of these is to build on the topic of the lecture. The structure of workshops may vary; however, sessions may begin with a brief introduction to situate the key study and readings of the week, followed by practical activities to consolidate learning. This part of the module is intended to facilitate engagement with the topic through student centred learning approaches, such as group discussion and activities that are guided (but not constrained) by the key study of the week. For some workshop sessions preparatory tasks will involve mini group activities. These aim to develop transferable skills. For instance: cognitive skills such as critical thinking, communication skills such as oral presentation, co-operative learning skills in a small group context. Students are required to effectively share information, work in teams, discuss course topics and contribute to debates. Students will also develop the ability to reflect upon learning in order to evaluate personal performance and plan future learning. Preparatory tasks help students' develop the ability to investigate issues independently, to identify sources of information, evaluate evidence and collate information from a range of sources, including lectures, seminars and library resources, the VLE, and the `social world'.

This module will provide an exploration of the ways and means by which welfare is delivered to service users and patients. It will examine personal, social, economic and political aspects of health and social care, and consider some of the moral and philosophical issues raised. The course also traces the development and use of concepts such as social need, health care need, welfare, social justice and equality, citizenship and social exclusion amongst others within the framework of the policy process. Students will consider a series of substantive issues, e.g. the care of older people, child protection, services for people with mental health problems, etc. Students will become familiar with a variety of theoretical perspectives used by the social sciences. They will examine the main institutions of health and welfare, and consider some of the main dilemmas of our age, e.g. how to balance individual and collective responsibilities; how to balance the needs of carers, and those receiving care; and how to address some of the ethical issues raised by modern medicine. To what extent should the state be involved in the provision of welfare - residually or universally? To what extent does the state amplify or produce social inequalities?

Part One of this module is intended to provide Level One students with a sound understanding of the ways in which in England and Wales, crime comes to the attention of the authorities, how crime is measured and investigated, how accused persons are brought to trial, and those who are convicted are sentenced and punished. This module takes an historical view of criminal law, the police, the criminal courts and the prision system, examining the significant social, economic, and philosophical changes that have helped to shape the modern criminal justice and penal systems. It examines the functions of the criminal justice agencies, explores some of the predominant ideas and theories about how the system operates and raises critical questions about the ways in which criminal justice is done and punishment is delivered.
In Part Two the aim is to provide students with a thorough familiarity of major ways of thinking about crime, with reference to some of the main theoretical perspectives within criminology. This module provides an introduction to a range of criminological thought. Theoretical perspectives have been developed in an attempt to explain why people commit crime, and the history of thought on this question will be examined. The module considers the shifting definitions of crime and to offenders. Empirical concerns are likely to include to role of the media in crime construction, the use and abuse of drugs, the experiences of victims of crime and attitudes towards white-collar and organised crime.

1. Introduction: From Past to Present: Some ideas on how to make the best of your existing skills as you move to university-level study. Learn some of the basics of studying History and/or Archaeology at Bangor.
2. Library skills and making intelligent use of the web: Looking at what to expect in the university library, how to use reading lists, how much to read and what to do with all those electronic resources at your disposal.
3. From chaos to order: organisation and note-taking. How to plan and organise your work, and how to make wise decisions when taking notes from books, articles and lectures.
4. Avoiding plagiarism: Learn why cutting and pasting from the web is bad practice, and why academic misconduct is treated very seriously. Learn as well how to avoid this by referencing effectively i.e. using evidence, footnotes and compiling solid bibliographies.
5. Essays and making a good (grammatical) impression: Understand what the essay question actually wants you to do, how to structure your work, and how to develop an argument. Gain insight into some of the common errors in History and Archaeology essays, and see why good spelling and punctuation are crucial.
6. Historiography: How to make sense of all these academics saying different things and disagreeing with each other. What are the differences (and similarities) between ‘academic’ and ‘popular’ history?
7. Analysis and critical thinking: Or, how to move beyond just describing the past. Understand what your tutor means by telling you to be more critical.
8. Make your voice heard: competent communication: Understand why it’s important for you to communicate your ideas clearly, and how you can prepare effectively for presentations.
9. Documents and sources: Learn how historians use different types of documents and artefacts, and explore how you can analyse them yourself.
10. Far-reaching feedback: What is the purpose of feedback, and how are different types of assignments marked? Learn that you need to look beyond your mark to improve your work.
11. Exam technique: How to keep it together in exams, and how to deduce what exam questions actually want you to do.

The module outlines of some of the basic tenets of the Jewish faith as reflected in the Old Testament and the Christian faith as reflected in the New Testament. Among issues considered will be the contribution to the Jewish faith by the rabbis and the controversies faced by Judaism over the centuries, culminating in a discussion of issues relating to the holocaust. Among Jewish philosophers discussed will be Maimonides and Martin Buber. The modules will then turn to the Christian faith and will examine some of the theological issues arising from the New Testament, with a particular focus on Paul’s theology and the Early Church Fathers, such as Origen and Eusebius. There will also be a discussion of a representative sample of major Christian thinkers over the centuries.

Islam is the world’s fastest growing religion, yet for most people its beliefs and practice remain obscure despite having close religious connection with Judaism and Christianity. For this reason, this module has been designed to provide a comprehensive introduction to Islamic faith, philosophy and practice. The module will introduce students to the study of Islamic theology by exploring the emergence and development of Islam, from its origins in the seventh century to its modern revival. Therefore, the module will guide students through the following aspects of the study of Islam: (1) Introduce students to the history and development of early and modern Islam (against the background of social and cultural contexts); (2) Examine core Islamic beliefs and practices; and (3) Investigate the wider Islamic tradition by surveying Islamic law, philosophy and mysticism.

Above is a list of suggested "optional" modules typically taken by students in the School of Social Sciences. However, you have the option of taking other "optional" year 1 modules from elsewhere in the University if you wish, subject to the approval of the home department and as long as the module from the other School does not clash with modules on your personal timetable. Please seek advice from your Personal Tutor or Year Co-ordinator. Alternatively, ask the Administrator for assistance [College Admin Building]

Compulsory Modules

Semester 1

This module is an introduction to social research. Primarily it is a practical course in the practices of research in social science. Covering the main elements of research design, question formulation, data collection and analysis it informs students of good practice in the area of survey design, cases studies and evaluation methods.

There will be no set curriculum - rather this will emerge each time the module is taught depending on staff and student interests. The approach adopted will be to devote the first workshop to identifying themes and issues to be addressed, and to draw up the curriculum for that academic session in collaboration between staff and students.
The workshop style of teaching and learning will allow emerging issues and contemporary debates to be addressed.
Possible topics to be covered:
Should drugs be legalised?
Social control and the media
Thinking critically about criminology
Should there be a sociology of the environment?
Exploring disaster capitalism
Girls will be girls and boys will be boys – debunking the myth of gender.
Exploring the relationship between inequality and capitalism
Radicalisation, immigration, identity and racism.
The Arab Spring
Riots and civil liberties
Thinking beyond the norm – the rationalization of ‘them’ and ‘us’

The module introduces the classic contributions of Marx, Tocqueville, Tonnies, Weber, Durkheim and Simmel and the development of their thinking concerning modernity, capitalism, rationalisation and bureaucracy, and the question of moral and social order. The module then considers how the classic tradition has been transformed and new paths have been pursued in the contexts of Parsons' 'system theory', symbolic interactionism, critical theory and feminist social theory.

Semester 2

This module is an introduction to social research. Primarily it is a practical course in the practices of research in social science. Covering the main elements of research design, question formulation, data collection and analysis it informs students of good practice in the area of survey design, cases studies and evaluation methods.

The structure of the module covers following topics:
1. The nature of social diversity and identies.
2. The scope of social inequalities in the global, national and local contexts;
3. the class and economic inequalities;
4. Gender inequalities and sexualities;
5. Race and ethnicities;
6. Nationality;
7. Consumer culture and subcultures
8. New types of inequalities in global age.

Optional Modules

40 credits from:

This module aims to build on the introduction to the criminal justice system in England and Wales provided in Year 1 through SXY1007. It will reinforce and advance students' understanding of various measures of crime, and how the main criminal justice agencies operate in particular circumstances and under the demands of increasing international concerns about certain types of crime. Thus, the role, responsibilities and levels of accountability of the main criminal justice agencies will be reviewed in the context of contemporary concerns about specific types of crimes and criminals, such as youth crime, terrorism and state crime, white collar, cyber and organised crime. The module will focus on advancing the discussion of the most dominant debates in criminal justice and penology. In doing so the module aims to advance students’ understanding of criminal justice statistics as well as the value of comparative analysis of criminal justice practices and procedures.
Indicative Course content:
- Understanding crime and criminal justice by numbers – breaking the back of crime statistics
- Controlling youth crime
- Controlling ‘clean’ crime – cyber-crime, business crime and white collar crime
- Controlling ‘terror’ – state crime, organised crime and terrorism
Underpinning these different topics will be an engagement with concepts of social harm and how criminal justice agencies are adapting to control the different types of crimes and criminals, nationally as well as internationally.

Media stories on crime and law are numerous. They form an object of inexhaustible interest to audiences. Many people learn about crime and law from the media, especially from newspapers, books and films. Media portrayals often contributed decisively to changes in public opinion and politics. Also, deviant behaviour can be influenced by media. Media construct deviance (e.g. by identifying `folk devils`), but media also offer cultural templates for people involved in deviant activities.
The class deals with the cultural and political significance of media portrayals of crime and law. Students learn about economic, political, legal and other backgrounds. Major narratives employed by the media will be identified. The standard patterns of telling and other technical means of the media are analysed. The audience's reaction to media portrayals and its use of media also form a topic for the class.

This module will introduce students to the main sociological perspectives on health and medicine, and will explore current debates concerning the nature and role of biomedicine. Lay experiences and health beliefs will be studied, and lay/professional interactions explored. The role of the professions, and changing power relationships within the health services will be put under scrutiny. The medicalization of birth, death and society will be considered. Students will evaluate the changing profile of health and illness in contemporary society, and consider the experience of chronic illness and disability. The social patterning of health according to class, gender and ethnicity will be analyzed, and competing explanations considered. Geographic inequalities in health status will be explored as well as social differences relating to age and the life course.

This module will examine the explanations for, and the experience of, poverty in the UK and in comparative perspective. It will aim to address the following aspects:
1. Defining poverty – how is poverty defined? What is social exclusion? How important is inequality?
2. Explaining poverty - how has the persistence of poverty been explained? This will look particularly at ‘pathological’ explanations involving a ‘culture of poverty’ or the
existence of an ‘underclass’
3. The risk of poverty – who is most at risk of being poor, and what are the possible consequences?
4. Experiencing poverty - what does it mean to be poor in the UK today?
5. Dimensions of poverty - what are the various dimensions of poverty, including income, wealth, health, education and housing.
6. International issues – can we ‘make poverty history’?
7. Confronting poverty – what policies are most effective against poverty? Is poverty or inequality the real problem?

1. What is Social Work? Describing and defining Social Work.
2. You and Social Work. What do Social Workers do and where do they work?
3. Values and Ethics for Social Work. Codes of Practice for Social Work Practice.
4. The Legal and Organisational context in which the Social Work process occurs.
5. Research and service user and carer experiences – analysing serious case reviews in social work and how they inform current social work practice.
6. Anti -oppressive practice. Identity and understanding oppression and the many faces of oppression in society.
7. Social work process: Assessment: Theories and Models (Questioning model, Procedural model, Exchange model and Narrative) Assessment of Risk and Need;
Assessment and Oppression; Multi-disciplinary assessment.
8. Social Work process: Systems Theory as an underpinning approach to social work interventions; User participation; Theories of Empowerment; Advocacy, Negotiation
and Partnership.
9. Social Work processes: Communication- Interviewing skills and structure; Questioning; Responding; Barriers; Using interpreters; Interviewing children.
10. Social Work processes: Reflective practice; Review stages in social work; Endings.

1. What is Social Work? Describing and defining Social Work.
2. You and Social Work. What do Social Workers do and where do they work?
3. Values and Ethics for Social Work. Codes of Practice for Social Work Practice.
4. The Legal and Organisational context in which the Social Work process occurs.
5. Research and service user and carer experiences – analysing serious case reviews in social work and how they inform current social work practice.
6. Anti -oppressive practice. Identity and understanding oppression and the many faces of oppression in society.
7. Social work process: Assessment: Theories and Models (Questioning model, Procedural model, Exchange model and Narrative) Assessment of Risk and Need;
Assessment and Oppression; Multi-disciplinary assessment.
8. Social Work process: Systems Theory as an underpinning approach to social work interventions; User participation; Theories of Empowerment; Advocacy, Negotiation
and Partnership.
9. Social Work processes: Communication- Interviewing skills and structure; Questioning; Responding; Barriers; Using interpreters; Interviewing children.
10. Social Work processes: Reflective practice; Review stages in social work; Endings.

Workshop topics include:
How to help young people who are not in education, employment or training needs (NEETS);
Encouraging more men into in care related professions;
How to create inclusive work places for transgender employees and understanding/tackling hate crime.

Compulsory Modules

Semester 1

This module explores the origins, nature and significance of sociological theories and concepts developed in the 20th and 21st century. It examines the strengths and weaknesses of such approaches as critical theory (Adorno, Horkheimer, Marcuse et al) structuralism and neo-structuralism (Levi-Strauss, Foucault, Bourdieu), and feminist standpoint theory. It considers a range of theories which seek to address knowledge, power and subordination in terms of gender divisions and differences of class, race or sexuality. The module seeks to ask questions about the relationship between social theory, social action, sociological research and everyday life. This in turn encourages students to reflect on their own position as participants in social interaction.

The dissertation is a substantial piece of work. The completed dissertation submitted at level 6 (year 3) consists of a written piece of work of 10,000 words. Within this module students will build on work begun at level 5, and work towards the completion of the dissertation. This will involve the refinement or expansion of the literature review begun at level 5, and will include discussion of major themes arising from the literature.
Research for the dissertation may include a small amount of primary empirical research, for example a qualitative or quantitative study conducted by the student under the direction of their supervisor. Throughout the module, students will be engaged mainly in developing their analysis of the literature and any other data collected, and in writing
the dissertation.

Semester 2

The dissertation is a substantial piece of work. The completed dissertation submitted at level 6 (year 3) consists of a written piece of work of 10,000 words. Within this module students will build on work begun at level 5, and work towards the completion of the dissertation. This will involve the refinement or expansion of the literature review begun at level 5, and will include discussion of major themes arising from the literature.
Research for the dissertation may include a small amount of primary empirical research, for example a qualitative or quantitative study conducted by the student under the direction of their supervisor. Throughout the module, students will be engaged mainly in developing their analysis of the literature and any other data collected, and in writing
the dissertation.

State crimes: from ghettos to genocide. How does criminology and criminal justice respond when it is the formal State who offends? How do we define crime, justice and victimisation in this context?
Transnational and organised crimes: human trafficking and the international trade in sexual services and illegal substances are examples of crimes which transcend national boundaries.
Interpersonal levels of crime and power: examples may include ‘honour’-based violence and coercion; homophobic hate crimes; gender violence in intimate relationships; what happens when the victim becomes the offender as in the case of battered women who kill? How do the law, society and criminal justice system respond to these forms of crime?

Conceptualizing gender
Feminisms
Men and masculinities
Social movements
Families, intimacy and sexuality
Gender and schooling
Gender and work
Gender and the media
Representations of gender in popular culture
Cyberspace and technology
Methodologies
Gender mainstreaming
Gender from a worldwide perspective

• Influential sociological perspectives on mental health and illness.
• The social patterning of mental illness, according to social class, age, gender and ethnicity.
• The historical and contemporary organisation of psychiatry, its professional power and governmentality.
• Anti-psychiatric and lay perspectives on mental health, service-user movements and patient power.
• Current policy issues, debates and service structures.
• Social stress theories.
• Intellectual disabilities and mental health.
• Dual diagnosis: mental health & addictions.
• Trauma and the impact of life events.

This module introduces students to some of the key current issues in housing policy, concentrating on the three key areas of quantity, quality and affordability. It examines the factors affecting the supply of, and demand for, housing, and explores the characteristics of the different tenures people may experience during their housing careers, looking at contemporary issues in each housing tenure. The module will also examine housing standards, and the policies for maintaining housing quality, together issues of housing finance. It will explore the managerial context of social rented housing which has undergone considerable change both governmentally [through devolution] and administratively [through a changing mix of local authorities, housing associations and other social rented housing agencies].

Compulsory Modules

Semester 1

Semester 2

One-on-one supervision tutorials, as determined by the progress of the individual student, to include guidance on identifying and planning an appropriate research topic, investigation and applying relevant theoretical concepts, planning and conducting fieldwork and data collection (where relevant) and presenting the results coherently and in the appropriate format.

Optional Modules

0 to 80 credits from:

1. Conceptualising community
2. Community studies as a method of social research
3. Space and locality studies
4. Social network approaches
5. Virtual communities and globalisation
6. Imagined communities
7. Governmental approaches to community
8. Community action, mobilisation and cities
9. Community cohesion agendas
10. Methodological developments in researching place and space

The course will be divided into two parts. The first part will examine the general theoretical arguments and approaches concerning nationalism, ethnicity, minority rights and multiculturalism. The second part will be devoted to specific types and examples of cultural diversity focusing on minority nationalisms, linguistic minorities, post-immigrant minorities, indigenous peoples, as well as their relations with majorities. Individual weekly lecture topics will be drawn from the following:
Part A: Theoretical arguments
• Analytical concepts: nation, culture, indigenous people, ethnic group
• Minorities and the state, concepts of plural and multicultural societies
• Theories of minority rights: Kymlicka et al
• Multiculturalism and the politics of recognition
• Tensions between human rights and respect for cultural difference
• Groupist and essentialist fallacies
Part B: Empirical examples
• Self-determination and nations without states
• Indigenous peoples, land and modernity
• The politics of minority languages
• Ethnic and nationalist conflict
• Majorities as minorities

Topics will include
• Culture as cultivating (the normative/Enlightenment concept of culture and civilization)
• Cultures in the plural (the positivist concept of culture)
• Culture failed (civilization after the Holocaust; civilization and colonialism)
• Multiculture (the promise of multicultural civilization)

0 to 40 credits from:

Community Care services are provided to a wide range of adults, including older people, people with learning disabilities, people with physical disabilities, people with mental health problems, people with HIV/AIDS, people who misuse drugs and alcohol and people with a terminal illness.
The course content is designed to give the student a good understanding of the provision of social work and social care services for adults in Wales with comparisons with the rest of the UK and EU countries. It will incorporate the latest legislative and policy frameworks in this area such as the Mental Health Measure 2010 and Carers Strategies (Wales) Measure 2010. It will also look at the importance of the Welsh Language Measure 2011 to the provision of Community Care services in Wales, reflecting the Welsh Government’s dignity in care agenda. It will explore the role of the Older People’s Commissioner for Wales. It will examine new developments in Community Care such as the personalisation agenda. It will also examine some of the major challenges for the future, such as an ageing population and the increase need for specialised services, such as services for people with dementia. There will also be an exploration of the important contribution made by informal carers to the success of Community Care in Wales. Links will be made with the Integrated Family Support Services (IFSS) introduced following the Children and Families (Wales) Measure 2010, to meet the needs of families with complex needs, such as parental mental health problems and drug and alcohol misuse. It will also address the requirements in the Social Services Wales Bill 2012, in areas such as safeguarding vulnerable adults. It will critically examine models of disability, including the medical and social models.
Academics, service users, carers and a range of Community Care practitioners will contribute to the teaching on this module. The teaching will address the requirements of the Common Core of Skills and Knowledge for the Children’s Workforce. It will incorporate the International Convention on the Rights of the Child 1989 Articles 9(1)(2)&(3), 18(1)(2)&(3), 32(1). The module will also focus on regional, national, and European policies directed at achieving social inclusion, integration, social justice and human rights. Information relating to social work law in this module may change in the light of new legislation and case law.
One of the sessions will be facilitated by representatives of service users and carers. The session will reflect on Community Care from a service user and carer perspective.
The module includes attention to:
• The framework of Community Care Services
• Messages from research in community care and care management
• Core approaches to work with adults
• Caring for carers
• Involving users in care planning
• Dilemmas in work with vulnerable adults
• All Wales Strategies and Frameworks
• European comparisons
• Mental Health Policy
• Social Inequality
• Safeguarding
• Capacity issues and legislation
• Human Rights
• Awareness of the role of AMPs (Approved Mental Health Practitioners) within a multi-disciplinary setting
A range of practice approaches will be looked at with reference to their theoretical bases and the views and experiences of people who are users and providers of services.

This module will address the involvement of children, young people and families with social work services, and will consider the different types of abuse and their impacts. The legal and procedural aspects of work with these children and families will be explored, in order to give students an understanding of what practice in this sector entails.
Attention will be given to research and what is known about what works in resolving family problems and safeguarding children, as well as the challenges and dilemmas of promoting best outcomes for looked after children, and those in transition or leaving care.
The dilemmas and values issues in relation to work with children will be made explicit, in order to promote reflection and critical consideration of practice challenges. Attention will be given to groups particularly affected by disadvantage and potentially more vulnerable to risk, such as disabled children.
The teaching will be set in the context of Welsh policy and practice, but will also reflect knowledge and good practice beyond Wales from which we can learn. Children’s rights will underpin every topic, and the voice of service users and their experiences will form a key consideration for students throughout the teaching on the module.
Information relating to social work law in this module may change in the light of new legislation and case law.

1. Orientation to the programme
2. What about theory?
Explores student’s theoretical knowledge. Demonstrates ‘rethinking’ in social policy and developments in theoretical pluralism. Identifies the approach of critical social policy
3 & 4. Social Trends (two sessions)
Key demographic changes and their implications for social policy interventions are discussed. Concepts like globalisation and convergence will be introduced. Students will be guided in accessing demographic material in social policy
5. Need or Risk?
This session develops an understanding of the concept of risk in social policy drawing on examples from health and social welfare. Students will be encouraged to debate notions of freedom, empowerment and risk.
6. Markets and the delivery of Welfare
This session considers issues related to the introduction of market principles to the arena of welfare. Drawing on contemporary examples issues such as regulation, resource allocation, equity etc. will be discussed in the context of the mixed economy of welfare.
7. Universality and Difference
This session considers the issues difference and diversity pose for contemporary social policy. The concept of difference will be explored and the issues it raises for universalist welfare provision.
8. Equal Opportunities
Equal Opportunities, anti discriminatory practice are now firmly ensconced in social legislation, policy and practice. This session considers rationale for, key approaches to and likely impacts of equal opportunities in social welfare.
9. Rights or Responsibilities?
This sessions explores the debates on welfare dependency and mechanisms aimed at reducing Welfare dependency in a national and international context.
10 & 11. The Limits of Social Welfare Law (two sessions)
Drawing on examples from core welfare legislation this sessions indicates the constraints of social welfare law in protecting the rights of individuals. Introduces students to the processes involved in studying case material.
12-14. Policy Analysis and Evaluation (three sessions)
Guides students through the processes of policy evaluation. Considers the What Works? approach and its critics
15. Social Policy Research
This session critically explores the nature, content and constraints on doing research on social policy issues. It considers the key dissemination tools in social policy research and introduces students to the techniques of writing for publication.
16. Comparative Social Policy
This workshop will consider the importance of comparative studies, and briefly survey this dynamic and
17. Civil Society
This session explores the increased interest in civil society and its functions in relation to social welfare. It critically explores the concept of community in this context.
19. User involvement, participation and empowerment
Notions of democratic participation in welfare and the active engagement of citizens in the organisation and delivery of welfare will be considered.
20. Social Policy in Wales - Devolved Governance I
Provides an overview of the new political structure in Wales and major social policy developments in Wales.
21. Social Policy in Wales - Devolved Governance II
Considers the implications of devolved governments for the notion of UK social policy.
22. Local Governance
Looks at Modernising Local government and considers issues of regulation, effectiveness, efficiency at local government level.

0 to 80 credits from:

1. Conceptualising community
2. Community studies as a method of social research
3. Space and locality studies
4. Social network approaches
5. Virtual communities and globalisation
6. Imagined communities
7. Governmental approaches to community
8. Community action, mobilisation and cities
9. Community cohesion agendas
10. Methodological developments in researching place and space

The course will be divided into two parts. The first part will examine the general theoretical arguments and approaches concerning nationalism, ethnicity, minority rights and multiculturalism. The second part will be devoted to specific types and examples of cultural diversity focusing on minority nationalisms, linguistic minorities, post-immigrant minorities, indigenous peoples, as well as their relations with majorities. Individual weekly lecture topics will be drawn from the following:
Part A: Theoretical arguments
• Analytical concepts: nation, culture, indigenous people, ethnic group
• Minorities and the state, concepts of plural and multicultural societies
• Theories of minority rights: Kymlicka et al
• Multiculturalism and the politics of recognition
• Tensions between human rights and respect for cultural difference
• Groupist and essentialist fallacies
Part B: Empirical examples
• Self-determination and nations without states
• Indigenous peoples, land and modernity
• The politics of minority languages
• Ethnic and nationalist conflict
• Majorities as minorities

Topics will include
• Culture as cultivating (the normative/Enlightenment concept of culture and civilization)
• Cultures in the plural (the positivist concept of culture)
• Culture failed (civilization after the Holocaust; civilization and colonialism)
• Multiculture (the promise of multicultural civilization)

1. Orientation to the programme
2. What about theory?
Explores student’s theoretical knowledge. Demonstrates ‘rethinking’ in social policy and developments in theoretical pluralism. Identifies the approach of critical social policy
3 & 4. Social Trends (two sessions)
Key demographic changes and their implications for social policy interventions are discussed. Concepts like globalisation and convergence will be introduced. Students will be guided in accessing demographic material in social policy
5. Need or Risk?
This session develops an understanding of the concept of risk in social policy drawing on examples from health and social welfare. Students will be encouraged to debate notions of freedom, empowerment and risk.
6. Markets and the delivery of Welfare
This session considers issues related to the introduction of market principles to the arena of welfare. Drawing on contemporary examples issues such as regulation, resource allocation, equity etc. will be discussed in the context of the mixed economy of welfare.
7. Universality and Difference
This session considers the issues difference and diversity pose for contemporary social policy. The concept of difference will be explored and the issues it raises for universalist welfare provision.
8. Equal Opportunities
Equal Opportunities, anti discriminatory practice are now firmly ensconced in social legislation, policy and practice. This session considers rationale for, key approaches to and likely impacts of equal opportunities in social welfare.
9. Rights or Responsibilities?
This sessions explores the debates on welfare dependency and mechanisms aimed at reducing Welfare dependency in a national and international context.
10 & 11. The Limits of Social Welfare Law (two sessions)
Drawing on examples from core welfare legislation this sessions indicates the constraints of social welfare law in protecting the rights of individuals. Introduces students to the processes involved in studying case material.
12-14. Policy Analysis and Evaluation (three sessions)
Guides students through the processes of policy evaluation. Considers the What Works? approach and its critics
15. Social Policy Research
This session critically explores the nature, content and constraints on doing research on social policy issues. It considers the key dissemination tools in social policy research and introduces students to the techniques of writing for publication.
16. Comparative Social Policy
This workshop will consider the importance of comparative studies, and briefly survey this dynamic and
17. Civil Society
This session explores the increased interest in civil society and its functions in relation to social welfare. It critically explores the concept of community in this context.
19. User involvement, participation and empowerment
Notions of democratic participation in welfare and the active engagement of citizens in the organisation and delivery of welfare will be considered.
20. Social Policy in Wales - Devolved Governance I
Provides an overview of the new political structure in Wales and major social policy developments in Wales.
21. Social Policy in Wales - Devolved Governance II
Considers the implications of devolved governments for the notion of UK social policy.
22. Local Governance
Looks at Modernising Local government and considers issues of regulation, effectiveness, efficiency at local government level.